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At a time when higher education institutions in the United States are the subject of increased media scrutiny and nearly continuous loss of funding by resource-strapped state legislatures, a greater understanding of higher education’s bulwark resource—mid-career research and teaching faculty—is more important than ever. Faculty at mid-career comprise the largest segment of academia. For some, this is a time of significant productivity and creativity, yet for others, it is a time of disillusionment and stagnation. Revealing impediments and pathways to faculty job satisfaction and productivity will strengthen higher education institutions by protecting, fostering, and maintaining this vital workforce. In this collection we will explore the lives of mid-career faculty as our authors uncover the complexities in this stage of professional life and discuss support systems for the transition into this period of faculties’ academic careers.
Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education.
Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.
Mid-Career Faculty: Trends, Barriers, and Possibilities is designed for faculty leaders, administration, policymakers, and anyone concerned with the future of higher education. This text offers an examination into an often overlooked period of academic life, that of post-tenure mid-career faculty. Therefore, the aim of this text is to deepen our understanding of the lives of mid-career faculty, to identify barriers that impede job advancement and satisfaction, and to offer suggestions for changes to current policy and practice in higher education.
Contributors are: Joyce Alexander, Michael Bernard-Donals, Pradeep Bhardwaj, Kimberly Buch, Javier Cavazos, Jay R. Dee, Anne M. DeFelippo, Andrea Dulin, Jeremiah Fisk, Carrie Graham, Debbie L. Hahs-Vaughn, Florencio Eloy Hernandez, Yvette Huet, Jane McLeod, Jennifer McGarry, Maria L. Morales, Eliza Pavalko, Laura Plummer, Mandy Rispoli, Amanda J. Rockinson-Szapkiw, J. Blake Scott, Michael Terwillegar, Jenna Thomas and Claudia Vela.
Price: $159.00
Pages: 226
Publisher: Brill
Imprint: Brill
Publication Date:
01 August 2019
ISBN: 9789004398207
Format: Hardcover
Anita G. Welch, Ph.D. (2007), University of Kansas, is Dean of the College of Education at Wayne State University. She has published numerous articles on a variety of topics, including mid-career faculty and dispositions of online faculty.
Jocelyn H. Bolin, Ph.D. (2009), Indiana University, is a Professor of Educational Psychology at Ball State University. She has co-authored several textbooks on multilevel statistical modeling and has published on a wide variety of topics including mid-career faculty productivity and satisfaction.
Daniel Reardon, D.A. (1993), State University of New York at Albany, is Associate Professor of English at Missouri University of Science and Technology. Dan has published articles on program administration, popular culture, and digital pedagogy.
Jocelyn H. Bolin, Ph.D. (2009), Indiana University, is a Professor of Educational Psychology at Ball State University. She has co-authored several textbooks on multilevel statistical modeling and has published on a wide variety of topics including mid-career faculty productivity and satisfaction.
Daniel Reardon, D.A. (1993), State University of New York at Albany, is Associate Professor of English at Missouri University of Science and Technology. Dan has published articles on program administration, popular culture, and digital pedagogy.